Monday Musings from The Kravis Center Monday Musings September 14, 2020 Focus: FAQs after Week two
Kravis Center Q&A drop-in sessions: bring a snack and coffee and catch up with colleagues: Wednesday, September 16 with Sara, Fiona, and Miles (Zoom Room) and Thursday with Rachel (Zoom Room)
Professional Development opportunities listed below the Q & A
Dear Colleagues,
As we enter week three of the 2020-21 school year, the Kravis Center would like to share with you some of the most frequently asked questions that have crossed our paths. We have chosen three to answer in this Musing and encourage you to come to the Kravis Center drop-in hours to either find answers to the other questions or to ask any other questions that you might have.
For me personally, I discover on a daily basis a question to which I do not know the answer. I am grateful for the plethora of colleagues who guide me as I find a path forward and often leave the discussions with a strategy that will help guide me as I navigate these unchartered waters. We're all new teachers in some way, and although I am sometimes uncomfortable with the questions and not having an easy solution, sometimes I just have to try something and see how it goes. Below are a few questions that have come up recently. Rachel, Matt, and Miles have offered "strategies" to the italicized questions.
Have a great week, and we hope to catch up with you in the Kravis drop-in sessions on Wednesday and Thursday.
Best,
Sara, on behalf of the Kravis Center
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How do I respond to students who make rude/inappropriate/offensive comments during critical conversations? Miles Morgan and Fiona Mills
It's everyone's worst nightmare, right? The conversation is going along swimmingly, but then a student makes a comment that's clearly upset or hurt or angered another student. Whether or not the comment was intentional, you have a few avenues to pursue in getting the conversation back on track and creating a learning opportunity for everyone present.
Let's Talk: Facilitating Critical Conversations with Students ________________________________
How can I quickly upload welcome videos explaining the purpose of an asynchronous class? Matthew Johnson
The best, easiest way is one that was rolled out late summer by FlipGrid. Using a feature called "Shorts", it is easy to record and share quick videos within minutes. While there aren't great editing features, if you're simply looking to introduce a lesson or provide an update, it is the easiest, quickest way we've found. URLs and Embed codes are generated right after you're finished, too! Remember – don't use Safari for Flipgrid – it works better on Edge or Chrome. More information found by clicking this link.
How can I share a resource on Finalsite with a colleague without it altering the original ones I made?
The key is to make sure that in the folder properties to make sure you're selecting the check box for "Add to the Shared Resource Directory for others to COPY". Then, when a colleague wants that folder, in the class resource page, select "+ Shared Folder" and navigate to the appropriate page and folder. Note that sometimes large files will not transfer successfully – it may be best to share media files in other ways.
My students are having trouble accessing Microsoft 365 online! Help?
Follow this guide (and feel free to share with students!). Don't skip the last step about OneDrive!
Where can I find more information about …. ?
The Academic Technology page of the portal! Click here to get to it (it's under the Kravis Center's page). The page is updated frequently – some recent videos include how to use presenter view on PPT and share only the slides on Zoom, and how to convert a single point rubric into a Turnitin.com grading form.
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How can I determine how long students are spending on assignments and how helpful they are finding the assignments and feedback? Rachel Nisselson
Use a Zoom (in online classes) or a Mentimeter poll (in in-person classes) to quickly gather student feedback. With both systems, students use a device to complete the poll and you have the option of sharing the results with the class. See these instructions for creating a Zoom pollor these instructions for creating a Mentimeter poll. With each of these polls, you will want to follow up with the class on their answers, especially if they have identified something that is not going well.
You'll want to create questions with multiple-choice answers. Here are a few examples:
Example #1) Homework assignments are designed to take you about 30 minutes and asynchronous lessons about 70 minutes. Choose the appropriate answer:
I have spent considerably less time on assignments and lessons combined. I have spent about this amount of time on assignments on assignments and lessons combined. I have spent considerably more time on assignments on assignments and lessons combined.
Example #2) I have found the assignments to be interesting, helpful in improving my knowledge of __________, and good opportunities to get to know my classmates.
Not true. Somewhat true. Very true.
Example #3) So far, in addition to real time feedback in class, you've received feedback on ___________. How helpful have you found the feedback? Choose the appropriate answer:
I have not understood this feedback and/or not found it to be helpful. I have understood this feedback and found it to be somewhat helpful. I have understood this feedback and found it to be very helpful. Professional Development Opportunity with the Center for Transformative Teaching and Learning (CTTL): Using the Science of Learning to Elevate How We Teach and How Students Learn with Glenn Whitman, co-author of Neuroteach.
Here is the link to the numerous PD opportunities through One Schoolhouse, one of which is Protecting Student Mental Health in Hybrid Learning Environments with Lisa Damour
Harvard GSE programs for educators - so many worthwhile workshops for teachers.
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